TRAINYOUCAN is an accredited training provider through the South African Sector Education and Training Authority (SETA) and provide both accredited and customised learning programmes to organisations looking to maximise their investment in developing their staff.

Evidence can come from a variety of sources. The assessor needs to ensure that he/she has enough evidence to make an accurate judgement about a learner’s competence.

Evidence of knowledge: Assess the ability to recall information (written or oral examination).

Evidence of applied knowledge: Assess the ability to apply knowledge and demonstrate performance in the workplace.

Evidence of understanding: Assess the ability to understand the impact of applied knowledge in the context of the workplace.

Evidence of problem solving: Assess the ability to analyse a problem and provide effective solutions.

Types of evidence

Direct evidence : Evidence produced by the learner and directobservation of performance, while executing the task.

Indirect evidence : Evidence produced about the learner, either from another source or by the learner him/herself.

Supplementary evidence : Refers to past achievements of what the learner is capable of doing.

ASSESSMENT JUDGEMENTS

You can only find someone “COMPETENT” over collective questions, complete instrument or a full unit standard. This means that you cannot mark the person as competent for each questions or instructions.

We rate individual knowledge, questions or instructions with:

a rating scale

Meet Requirements /Do not meet Requirements

Yes/or No

You must collect a) evidence to provide proof that the assessment took place + b) collect evidence that the learner can perform the task + c) collect evidence that he/she practically can perform the skill / or performed it in the workplace.

Remember the rules of evidence:

valid

authentic

consistent

sufficient

current

FEEDBACK

This is where the Appeals Process always come in handy. Learners claim that you never provided feedback or told them what they did wrong. GET PROOF THAT YOU PROVIDED FEEDBACK!

STRENGTHS AND WEAKNESSES OF FEEDBACK

TYPE AND MANNER OF FEEDBACK IS PROVIDED

Providing Constructive Feedback

Constructive feedback – An essential element of assessment

FEEDBACK OBTAINED FROM CANDIDATE

DISPUTES AND APPEALS

RECORDING OF FEEDBACK

REVIEW PROCESSES

REVIEW STRENGTH AND WEAKNESSES

FEEDBACK FROM RELEVANT PARTIES

WEAKNESSES IDENTIFIED

Ever found problems with the Assessment Process or the Guide and no-one seems to take care of fix it? Well, this is where you provide feedback and review the entire assessment process to ensure this was properly.

Now what do you think is going to happen when the Moderator Moderates your Assessments 4 weeks later and find that you did not sign documents or included all the evidence in your Assessment Guide. He change the Assessment Decision from “Competent” to “Not-Yet-Competent”. The learner phones you and ask what’s going on?

TRAINYOUCAN is an accredited training provider through the South African Sector Education and Training Authority (SETA) and provide both accredited and customised learning programmes to organisations looking to maximise their investment in developing their staff.

Evidence can come from a variety of sources. The assessor needs to ensure that he/she has enough evidence to make an accurate judgement about a learner’s competence.

Evidence of knowledge: Assess the ability to recall information (written or oral examination).

Evidence of applied knowledge: Assess the ability to apply knowledge and demonstrate performance in the workplace.

Evidence of understanding: Assess the ability to understand the impact of applied knowledge in the context of the workplace.

Evidence of problem solving: Assess the ability to analyse a problem and provide effective solutions.

Types of evidence

Direct evidence : Evidence produced by the learner and directobservation of performance, while executing the task.

Indirect evidence : Evidence produced about the learner, either from another source or by the learner him/herself.

Supplementary evidence : Refers to past achievements of what the learner is capable of doing.

ASSESSMENT JUDGEMENTS

You can only find someone “COMPETENT” over collective questions, complete instrument or a full unit standard. This means that you cannot mark the person as competent for each questions or instructions.

We rate individual knowledge, questions or instructions with:

a rating scale

Meet Requirements /Do not meet Requirements

Yes/or No

You must collect a) evidence to provide proof that the assessment took place + b) collect evidence that the learner can perform the task + c) collect evidence that he/she practically can perform the skill / or performed it in the workplace.

Remember the rules of evidence:

valid

authentic

consistent

sufficient

current

FEEDBACK

This is where the Appeals Process always come in handy. Learners claim that you never provided feedback or told them what they did wrong. GET PROOF THAT YOU PROVIDED FEEDBACK!

STRENGTHS AND WEAKNESSES OF FEEDBACK

TYPE AND MANNER OF FEEDBACK IS PROVIDED

Providing Constructive Feedback

Constructive feedback – An essential element of assessment

FEEDBACK OBTAINED FROM CANDIDATE

DISPUTES AND APPEALS

RECORDING OF FEEDBACK

REVIEW PROCESSES

REVIEW STRENGTH AND WEAKNESSES

FEEDBACK FROM RELEVANT PARTIES

WEAKNESSES IDENTIFIED

Ever found problems with the Assessment Process or the Guide and no-one seems to take care of fix it? Well, this is where you provide feedback and review the entire assessment process to ensure this was properly.

Now what do you think is going to happen when the Moderator Moderates your Assessments 4 weeks later and find that you did not sign documents or included all the evidence in your Assessment Guide. He change the Assessment Decision from “Competent” to “Not-Yet-Competent”. The learner phones you and ask what’s going on?

TRAINYOUCAN is an accredited training provider through the South African Sector Education and Training Authority (SETA) and provide both accredited and customised learning programmes to organisations looking to maximise their investment in developing their staff.

TRAINYOUCAN is an accredited training provider through the South African Sector Education and Training Authority (SETA) and provide both accredited and customised learning programmes to organisations looking to maximise their investment in developing their staff.

Traditional education, also known as back-to-basics, conventional education or customary education, refers to long-established customs found in schools that society has traditionally deemed appropriate.

-You can perform the job. (We refer also to the outcome of the actual skill.)

-Someone assessed you physically to ensure you can do the job.

-Evidence was collected to provide proof that you competent.

NYC (Not Yet Competent)

-You can’t perform the job. (There might be one small part that you missed)

-You cannot perform the outcome or the skill on your own.

-Some of the evidence could not be collected as proof that you can perform the function.

-Get an opportunity to re-visit the learning any try again on another assessment.

NQF (National Qualifications Framework)

The National Qualifications Framework (NQF) is a Framework on which standards and qualifications, agreed to by education and training stakeholders throughout the country, are registered. It came into being through the South African Qualifications Authority Act (No. 58 of 1995, Government Gazette No. 1521, 4 October 1995), which provides for ‘the development and implementation of a National Qualifications Framework’.

RPL

Recognition of Prior Learning is a process whereby people’s prior learning can be formally recognised in terms of registered qualifications and unit standards, regardless of where and how the learning was attained. RPL acknowledges that people never stop learning, whether it takes place formally at an educational institution, or whether it happens informally.

The process of RPL is as follows:

Identifying what a person knows and can do;

Matching the person’s knowledge, skills and experience to specific standards and the associated assessment criteria of a qualification;

Assessing the learning against those standards; and

Crediting the person for skills, knowledge and experience built up through formal, informal and non-formal learning that occurred in the past

KEY PRINCIPLES OF ASSESSMENT

Appropriateness

The method of assessment must be suited to the performance being assessed.

Fairness

The method of assessment must not present any barriers to achievements, which are not related to the evidence.

Manageability

The methods used must make for easily arranged, cost-effective assessments that do not interfere with learning.

Time efficient

Assessments must not interfere with normal daily activities or productivity.

Integration into work or learning:

Evidence collection must be integrated into the work or learning process where it is appropriate and feasible.

Validity

The assessment must focus on the requirements laid down in the standard; i.e. the assessment must be fit for purpose.

Direct

The activities in the assessment must mirror the conditions of actual performance as closely as possible.

Authenticity

The assessor must be satisfied that the work being assessed is attributable to the person being assessed.

Sufficient

The following questions can guide the assessor.

Valid

Sufficient

Authentic

Currency

Relevancy

Consistency

Systematic

Planning and recording must be sufficiently rigorous to ensure that assessment is fair.

Open

Learners must contribute to the planning and accumulation of evidence. Assessment candidates must understand the assessment process and the criteria that apply.

Consistent

The same assessor must make the same judgement in similar circumstances.The judgment made, must be parallel to the judgment which would be made by other assessors.

ASSESSMENT TYPES

FORMATIVE ASSESSMENT

SUMMATIVE ASSESSMENT

• Designed to support the teaching and learning process• Assists in the planning future learning• Diagnoses the learner’s strength and weaknesses• Provides feedback to the learner on his/her progress• Helps to make decisions on the readiness of learners to do a summative assessment

• Is developmental in nature

• Credits/certificates are not awarded

• At the end of a learning programme(qualification, unit standard, or part qualification)• To determine whether the learner is competent or not yet competent• In knowledge and inputs-based systems, this usually occurs after a specified period of study, e.g. one year• In OBET, learner-readiness determines when assessments will take place• Is carried out when the assessor and the learner agree that the learner is ready for

TRAINYOUCAN is an accredited training provider through the South African Sector Education and Training Authority (SETA) and provide both accredited and customised learning programmes to organisations looking to maximise their investment in developing their staff.

Latest BLOG post

115759 Conduct moderation course or moderation Unit Standard of outcomes-based assessments
PURPOSE OF THE UNIT STANDARD
This unit standard is for people who conduct internal or external moderation course or moderation Unit Standard of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.
Those who have achieved this unit standa[...]

What is Foundational Communication (FC)?
the Foundational Communication (FC) describes the knowledge of language and the thinking processes required to communicate effectively in the workplace.
the FC provides the basis in the language of instruction to enable a learner to deal effectively with occupational training and communication in the workplace. the purpose of this component is to enable individuals to deal confidently and successfully with the language of learning
and teaching (LoLt) of formal occupational training, in relation to oral, reading and writing skills. people who attend an FC learning programme are given practice in speaking, listening, reading and writing meaningfully and effectively in t[...]